Understanding and Managing Escalating Behavior Idaho SWPBIS Training Institute.
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Transcript of Understanding and Managing Escalating Behavior Idaho SWPBIS Training Institute.
![Page 1: Understanding and Managing Escalating Behavior Idaho SWPBIS Training Institute.](https://reader030.fdocuments.net/reader030/viewer/2022032702/56649cb05503460f949745b4/html5/thumbnails/1.jpg)
Understanding and Managing
Escalating Behavior
Idaho SWPBIS Training Institute
![Page 2: Understanding and Managing Escalating Behavior Idaho SWPBIS Training Institute.](https://reader030.fdocuments.net/reader030/viewer/2022032702/56649cb05503460f949745b4/html5/thumbnails/2.jpg)
Time
Be
hav
ior
Inte
ns
ity
The MODEL
High
LowCalm
Peak
De-escalation
Recovery
Acceleration
Agitation
Trigger
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Effects of Escalating Phases
5. Peako Student is out of control
and displays most severe problem behavior
6. De-escalationo Student displays
confusion but with decreases in severe behavior
7. Recoveryo Student displays
eagerness to participate in non-engagement activities
1. Calmo Student is cooperative
2. Triggero Student experiences a
series of unresolved conflicts
3. Agitationo Student exhibits increase
in unfocused behavior
4. Accelerationo Student displays focused
behavior
![Page 4: Understanding and Managing Escalating Behavior Idaho SWPBIS Training Institute.](https://reader030.fdocuments.net/reader030/viewer/2022032702/56649cb05503460f949745b4/html5/thumbnails/4.jpg)
Purpose
• Enhance our understanding of, and ways of responding to, escalating behavior sequences
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Assumptions• Behavior is learned• Behavior is lawful• Behavior is escalated through successive
interactions (practice)• Behavior can be changed through an
instructional approach
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Outcomes• Identification of how to intervene early in
an escalation• Identification of environmental factors
that can be manipulated• Identification of replacement behaviors
can be taught
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1. Calm• The student is cooperative
o Accepts corrective feedbacko Follows directiveso Sets personal goalso Ignores distractionso Accepts praise
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1. Calm• Intervention is focused on
preventiono Arrange for high rates of successful academic
and social engagementso Use positive reinforcemento Teach social skills• Problem solving• Relaxation strategy• Self-management
o Communicate positive expectations
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2. Trigger• Student experiences a series of
unresolved conflictso Repeated failureso Frequent correctionso Interpersonal conflictso Timelineso Low rates of positive reinforcement
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2.Trigger• Intervention is focused on
prevention and redirectiono Remove from or modify contexto Increase opportunities for successo Reinforce what has been taught
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3. Agitation• Student exhibits increase in
unfocused behavioro Off-tasko Frequent start/stop on taskso Out of seato Talking with otherso Social withdrawal
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3. Agitation• Intervention is focused on reducing
anxietyo Make structural/environmental modificationso Provide reasonable options and choiceso Involve in successful engagements
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4. Acceleration• Student displays focused behavior
o Provocativeo High intensityo Threateningo Personal
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4. Acceleration• Intervention is focused on safety
o Remember…• Escalations and self-control are inversely
related• Escalation is likely to run its course
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4. Acceleration• Remove all triggering, competing,
and maintaining factors• Follow crisis prevention procedures• Establish and follow through with
bottom line• Disengage from student
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5. Peak• Student is out of control and
displays most severe problem behavioro Physical aggressiono Property destructiono Self-injuryo Escape/social withdrawalo Hyperventilation
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5. Peak• Intervention is focused on safety
o Procedures - similar to acceleration phase, except focus is on crisis intervention
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6. De-escalation• Student displays confusion but with
decreases in severe behavioro Social withdrawalo Denialo Blaming otherso Minimization of problem
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6. De-escalation• Intervention is focused on removing
excess attentiono Don’t nago Avoid blamingo Don’t force apologyo Emphasize starting anew
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7. Recovery• Student displays eagerness to
participate in non-engagement activitieso Attempts to correct problemo Unwillingness to participate in group activitieso Social withdrawal and sleep
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7. Recovery• Intervention is focused on re-
establishing routines and activitieso Follow through with consequences for
problem behavioro Positively reinforce any displays of
appropriate behavior
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7. Recovery• Debrief
o Purpose of debrief is to facilitate transition back to program
o Debrief follows consequences for problem behavior
o Goal is to increase more appropriate behavior
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7. Recovery• Problem solving example:
o What did I do? (define the problem)o Why did I do it?o What could I have done instead? (create
possible solutions)o What do I have to do next? (make a plan)o Can I do it?o If not, whose help would I like?
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Three Key Strategies• Identify how to intervene early in an
escalation• Identify environmental factors that
can be manipulated• Identify replacement behaviors that
can be taught
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Teaching Compliance• Students must…
o Be fluent at expected behavioro Be taught conditions under which the
expected behavior is requiredo Have multiple opportunities for high rates of
successful academic & social engagemento Receive or experience frequent & positive
acknowledgments when expected behavior is exhibited
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Teaching Compliance• Teachers must…
o Have student’s attention, before presenting the directive or making a request
o Give clear, specific, positively stated directiveso Provide frequent & positive acknowledgments
when expected behavior is exhibitedo Have established & taught consequence
procedures for repeated noncompliance
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Final Thought It is always important to
remember that “if you inadvertently assist the student to escalate, do not be concerned; you will get another chance to do it right the next time around.”
Geoff Colvin
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Responding to Escalating Problem Behavior
Activity:• Read the vignette and respond to the
questions.• Discuss examples from your school.
o Why do you think this student is having trouble at school?
o What triggers are occurring across this student’s day that continue to escalate his behavior?